Lesson Title: Learning the Butterfly Life Cycle

Grade Level/Context: 1st-2nd/ 1st through 2nd grade

Subject: Science

Time Frame: 60 minutes

Learning Goals

	Learning Goals	How will they be met? What will you assess?
Integrated Learning Objective	Lesson Level Learning Objective/Goal: Students will understand that there are 4 main stages to a butterfly life cycle. Students will be able to describe each stage on their own. Students' vocabulary will improve as they will learn new words and depict the definitions of each. Such words as: Caterpillar, Larva, Pupa, Cocoon, metamorphosis.	a. This is an educational, elementary-based science lesson that uses several technology resources and tools to teach students the four stages of the Butterfly Life Cycle and learning the concept of metamorphosis b. This lesson is a good collaboration tool because it will help my students understand the butterfly cycle through the use of technology and also integrate the scientific concept of a life cycle and define metamorphosis. c. The technology used in this lesson will allow the students to interact with one another and with the teacher by playing a game, working together in small groups, discussions
Content Specific Goals & Associated Standards	Content Standard(s): K-ESS2-2- construct an argument supported by evidence of how plants and animals (including humans) can change the environment to meet their needs. PK.S.2 Make observations of the physical and natural world. Clarification Statement: Observations should focus on what things look, feel, hear, or smell like, how they might operate or function, and similarities and differences among things inside classroom PK.S.3 Notice and describe similarities and differences among plants, animals, and objects. Clarification Statement: Similarities and differences might include grouping like plants, animals, or objects based on observations
Technology-based Goals & ISTE Standards	ISTE Standard(s): Creativity and Innovation: · Use models and simulations to explore complex systems and issues. Research and Information Fluency: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
Other Goals	Defining concepts, life-cycle and metamorphosis, stages, aligning terms

Materials Needed for the Lesson (tech & non-tech)

Materials Needed:

A. internet access

B. projector and white board or SmartBoard

C. e-book: “The Very Hungry Caterpillar'' by Eric Carl:

D. Tablets (enough for students to share in small groups)

E. ChromeBooks (or type of laptop/computer) (several for each student to use or take turns

F. Youtube: “butterfly song” educational video

G. Optional eval assessment: quizlet/ or a worksheet regarding butterfly life cycles, students will match the proper phases

Technology resources:

· assessment eval tool: quizlet- matching

A. e-book: “The Very Hungry Caterpillar'' by Eric Carl:

B. The Butterfly song/ Dance

C. Simulation Game ●

· IDEAS:

Lesson Title: ______________________Author: _____Gabriela Nunez __________

Adapted from Kolb (2017) Triple E Lesson Planning Template

LESSON OVERVIEW

Share how the activities in the lesson will help to meet the learning goals. How will technology play a role in meeting the learning goals? (1-2 paragraph summary)

I will use this lesson plan to teach my students about the four stages of a butterfly’s life cycle. This lesson is a good collaboration tool because it will help my students understand the butterfly cycle through the use of technology. The use of technology tools that I will implement into the lesson would be a chromebook or tablet, e-book, interactive student simulation game, and educational Youtube videos. Students will be able to understand the concept of a butterfly life cycle, and also be able to identify the stages on their own.

Students would have prior knowledge of what an insect is, what a cycle is, conceptual knowledge how a cycle works. This is very important as these are helpful concepts that create and define the understanding more in depth for the learner. This lesson could be later expanded where students can learn the importance of butterflies, colors and patterns of butterflies, how pollination helps sustain the earth, students can also have a fun assignment where they color their very own butterfly pattern.

TRIPLE E FRAMEWORK CONSIDERATIONS

Share which technology tools you plan to integrate into the lesson that will be USED BY STUDENTS during or following the lesson. Describe how each tool will help to meet your learning goals. In addition, share the instructional practices you plan to develop in conjunction with the tool to optimize learning.

Name of Tool	Tool 1:	Tool 2:	Tool 3:
Learning goal(s) met by using the tool.
How will the tool be used? Teams, pairs, individual, or other?
Tool Integration for ENGAGEMENT in the Learning*
Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENGAGEMENT	More time on learning; less distraction		More time on learning; less distraction	More time on learning; less distraction
	Motivates students to begin learning		Motivates students to begin learning	Motivates students to begin learning
	Supports shift in behavior to active social learning		Supports shift in behavior to active social learning	Supports shift in behavior to active social learning
	SCORE		SCORE	SCORE
**Teaching Moves to support ENGAGEMENT
Tool Integration for ENHANCEMENT of the Learning Goals*
Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENHANCEMENT	More sophisticated understanding of the learning goals		More sophisticated understanding of the learning goals	More sophisticated understanding of the learning goals
	Scaffolds, differentiates, or personalizes learning		Scaffolds, differentiates, or personalizes learning	Scaffolds, differentiates, or personalizes learning
	Supports student demonstration of understanding in new ways, not possible before		Supports student demonstration of understanding in new ways, not possible before	Supports student demonstration of understanding in new ways, not possible before
	SCORE		SCORE	SCORE
**Teaching moves to support ENHANCEMENT
Tool Integration to EXTEND the Learning Goals*
Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for EXTENSION	Supports learning outside of the typical school day		Supports learning outside of the typical school day	Supports learning outside of the typical school day
	Bridges school learning & everyday life (authentic experiences)		Bridges school learning & everyday life (authentic experiences)	Bridges school learning & everyday life (authentic experiences)
	Builds authentic life/soft skills		Builds authentic life/soft skills	Builds authentic life/soft skills
	SCORE		SCORE	SCORE
**Teaching moves to support EXTENSION
LESSON SET UP. How will I prepare for each piece of technology being integrated in this lesson?
Setting up Accounts
Differentiating
Personalizing
Creating models or mentor
ASSESSMENT: How will you assess the activities happening through the tool?
Monitoring/Observations
Formative & Informal assessments
Summative assessment

ASSESSMENT DISCUSSION (Formative and Summative Assessment): How will you assess student learning during the lesson and at its conclusion? Remember your lesson level learning objective should address content and ISTE standards.

Feedback from lesson participants – how will you collect feedback?

PROCEDURES: What is the minute-to-minute activity that will be happening in the lesson? Describe what the teacher is going to do and say, as well as what the students are going to do. Follow the 5E format for developing your lesson content.

Time stamp and General Description	What are the students going to do?	What is the teacher going to say and do?
ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

*Resources from Kolb(2017) to support the Triple E Framework

(Chapter 7)

(Chapter 9)

**Instructional Support Strategies

lifecycleofabutterfly.docx

image1.png